This section of the site looks at how theories of language
acquisition have been applied in methodological practice. Generally speaking,
when we talk about 'methodology', we include approaches, methods, techniques,
procedures and models.
Approach refers to 'theories about
the nature of language and language learning that serve as the source
of practices and principles in language teaching.' An approach describes
how people acquire language and states the conditions which promote
successful language learning.
A method is the practical realisation
of an approach. A method is devised by deciding about types of activities,
roles of teachers and learners, the kinds of material to use, and
a model of syllabus organization that relate to the approach.
A technique is used in a single
activity during a lesson. For example, a useful technique for correcting
pronunciation is 'back chaining'. The teacher holds up a number of
fingers corresponding to the number of syllables in a word. He points
to the raised finger on the right (students' view) and utters the
last syllable for students to repeat. The same is repeated for the
last two syllables, and so on.
A procedure is a sequence of activities,
employing a range of techniques.
A model is used to describe a
typical procedure or sets of procedures. Models are mainly conveyed
to teachers in training, as a guide to teaching practice.
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ELT Methodology in a Nutshell
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